Abstract

This study examines how structural diversity and intentional educational practices involving diversity influence students' development of a pluralistic orientation during the first two years of college. The results highlight similarities and differences across four racial/ethnic groups, and the study concludes with implications for scholars and multicultural practitioners interested in assessment.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 416-443
Launched on MUSE
2011-07-28
Open Access
No
Archive Status
Archived
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